Test4pass I10-002 practice exam study guides
大学英语精读第四册testyourself1-2选择题及其答案
Test Yourself 11.Inside,in the warm living room, with a glass of wine to drink and Mozart to listen to on the CD, she was far from the tiredness she had ___C___earlier.A advocatedB conceivedC claimedD accumulated2.If you've worked for one employer for two years or more before leaving to have your baby,you may be __B___maternity pay(产妇薪酬）A drawn onB entitled to (有权益）C settled for (满足于）D rested on (依靠）3.Tons of food was laid out on the big table and crates of beer were ____D__ready for consumption.A reserved（保留）B expended（花费）C generated（产生）D stacked（一堆）4.You'd better keep your leaders___A____of your activities so that they can ensure you are adequately supported.A informed（告知）B amused（有趣的）C outlined（概括）D swallowed（吞咽）5.According to the latest poll,the president's 43 percent support has _B____to 32percent.A minimized（最小化）B shrunk（减少）C cited（引证）D predicted（预言）6.Managers might not borrow as much as they should,if they want to retain a large____C__of borrowing power in case of problems.A delivery（递交）B burden （负担）C reserve （D deposit（沉淀）7.It is said that one____D__a work of art and brings it forth as a child is _____and brought forth into the world.A reproduces, reproduced（繁殖）B safeguards, safeguarded (防护措施）C tolerates,tolerated （忍受）D conceives,conceived (构思、怀孕）8.Our case against piracy was won,but over $75000 had been _B_____in legal costs in the proceedings ,far more than the compensation awarded by the court.A advanced （提高）B expended（花费）C attained（获得）D blasted（爆炸）9.If the environment is to be properly____C___policies must be formulated which will encourage the green industry.A bluffed（吓唬）B promoted（促进）C safeguarded（保障）D varnished (装饰)10.Although we are often successful in securing accommodation for people with AIDS, it is a problem which stretches our _C_____to the full and needs taken care of immediately.A bonuses (奖金）B dilemmas (窘境）C resource (资源）D limitations (限制）11.Mark's latest work ___D___the learning theories of the 1980s as well as his own experience in teaching English to foreigners.A built on（建立。
2004年英语四级作文
2004年英语四级作文In 2004, the English Level 4 exam was a significant milestone for many students in China. It was not just a testof language proficiency, but also a rite of passage intohigher education and professional opportunities.The exam itself was a comprehensive assessment, encompassing reading, writing, listening, and speaking skills. Students spent countless hours preparing, poring over textbooks, and practicing with mock exams to ensure they were ready for the challenges ahead.One of the most daunting aspects of the exam was thewriting section. It required students to express complexideas in clear, concise English. Many found this particularly challenging, as it tested not only their vocabulary and grammar but also their ability to organize thoughts logically.The listening section was another key component of the exam. It involved understanding spoken English at varying speeds and accents, which was a skill that could not be developed overnight. It required a deep understanding of the language's nuances and the ability to process information quickly.The reading section was a test of students' ability to comprehend and analyze written English. It covered a range of topics, from scientific articles to literary works, requiringa broad knowledge base and critical thinking skills.Finally, the speaking section was often the most anxiety-inducing. It involved direct interaction with an examiner, who would assess the student's fluency, pronunciation, and ability to communicate effectively in English.Preparing for the English Level 4 exam was a rigorous process that demanded dedication and perseverance. For many, the journey was as important as the destination, as it not only improved their English skills but also taught them valuable lessons in discipline and goal-setting.The exam was a pivotal moment for students, marking a transition from academic to professional life. It was a gateway to further studies and career opportunities, and for some, it was the first step towards a global career path.In retrospect, the 2004 English Level 4 exam was more than just a test; it was an experience that shaped the future of many students. It was a testament to their hard work, determination, and the power of education to open doors to new possibilities.。
英语四级模拟第4套试卷详解
Test 4I. keyPart I: Listening Comprehension1-10 BBDAD CCDCD11-20 DDADB DABDCPart II: Reading Comprehension21-30 BDCAA BBDCA31-40 ABDCA BBACDPart III: Vocabulary and Structure41-50 ACDCA BDBDD51-60 BCCDC ABCBA61-70 DAADB DACCApart IV: Short Answer QuestionsS1 feel physically weak/get physically rather weakS2 people who don’t eat meat./people who don’t eat anything derived from animals.S3 growing childrenS4 A balanced diet/ A balanced diet containing elements of all foodsS5 VitaminsII. TapescriptSection A1.M: Laurie, how did you make out in your last History examination?W: I think it was a pretty easy test. I finished it within half an hour.Q: How did Laurie feel about her examination?2.M: How many kilograms of potatoes do you need today?W: Usually I take 5 kilograms but now I am cutting it down to half.Q How many kilograms of potatoes will the woman take?3.M: There is something wrong with my bike. The brakes are completely out of control.W: If you leave it with me, I will fix it for you.Q What happened?4.M: Don’t you think John and Jim are telling the truth?W: It doesn’t seem likely. It would be hard to write two compositions so much alike unless one of them was copying from the other.Q What seems to be the woman’s opinion?5.M: I’m sorry, Mr. Green isn’t at home. Can I take a message?W: No, it’s all right. I’ll phone back later.Q What is the man doing?6.M: Where is the umbrella that was in the clo9set? I have to return it to my boss.W: I gave it to your brother. I’ll get it back.Q Whose umbrella does the brother have?7.M: How much is this going to cost me?W: Watch the meter. My guess is, that it’ll cost you about 5 or 6 dollars. But if we get stuck in rush hour traffic, it could go higher.Q What’s the probable occupation of the man?8.M: I used to love this restaurant. For years, they had the best French food I town.W: I agree. It was my favorite restaurant too until they changed the cook.Q What did they say about the restaurant?9.M: I wasn’t sure that my sister really thought of my suggestion just from our phoneconversation.W: Yes, it would be better to talk about it face to face.Q What does the man mean?10.M: Did you hear the news? Reports say drin king beer is healthy. I really shouldn’t havegiven it up.W: Come on, Tom. You’re healthy as well without it.Q What does the woman imply?Section BPassage oneThere are many things to consider when you are looking for a house, whether you intend to buy or only rent. After all, it is going to be your home, perhaps for quite a long time, and you want to be happy with it. You have to decide exactly what kind of house you want, how much you can afford to pay, and the type of neighborhood you wish to live in.Last week arranged to see a house that was for sale.The agent said it might need a few repairs, but he thought I should look at it anyway! he told me it was a bargain. Some bargain! The roof leaked and the pumps didn’t work. The front st eps were broken and the back door had no lock on it. It needed to be painted both inside and outside. It was in terrible condition.“What do you think?” the agent asked.“it isn’t exactly what I want,” I told him.“You’re very difficult to please,” he said. “Perhaps you’d better build a house for yourself.”Questions 11 to 13 are based on the passage you have just heard.11.What isn’t mentioned as the things to consider when one is looking for a house?12.Why didn’t she take the house?13.What did the agent say at the end of the story?Passage TwoToday we talk over long distance without difficulty. The human voice is carried by efficient technical devices, such as radio or telephone. Written messages can be sent just as fast—by telegraph or e-mail. These systems depend on the discovery of electricity. People managed without electric current for many centuries. People with a message often had only one choice, namely, to send a messenger. Here and there other means of communication were developed, for example, the smoke signals of the American Indians. The receiver of the signal had to be within eye range and on a clear day. Africans developed another similar device, the talking drums. This carried news from village to village, for instance, warning of enemy attack. The South Sea islanders used hollowed-out trees sounding like huge gongs. Each such signaling system needs two major elements: a medium and a code. The medium is the physical device for conveying the message. The code is needed to turn words into signals. Each signal must mean the same to the drummer and to the listener—to the transmitter and to the receiver.Questions 14 to 16 are based on the passage you have just heard.14.What does the passage mainly talk about?15.Why did Africans use talking drums?16.Who used hollow-out drums to send messages?Passage ThreeAn odd thing happened to me last Sunday. It was such a beautiful day that I decided to go for a leisurely drive in the country.On the way home, my motor stopped. I was out of gasoline on a lonely road far from a town. I decided to walk until I found someone who could sell me a gallon or two of gasoline.I had walked almost a mile before I finally found a big house near the road. I was glad to see it because it was starting to get dark.I knocked on the door a nd a little old lady with long white hair answered. She said, “I’ve been waiting for you for a long time. Come in. tea is almost ready.”“But I only came for some gasoline,” I answered. I couldn’t imagine what she was talking about. “Oh, Alfred! Gasoline? You used to prefer tea.”I quickly explained that my car was out of gasoline, but she didn’t seem to hear me. She just kept calling me Alfred and talking about how long it had been since she had seen me. She was behaving very strangely and I was anxious to leave. As soon a s she went to get the tea I went out of the house as fast as I could.Fortunately, there was another house down the road, and I was able to buy several gallons of gasoline. When I told the man about my experience, he said, “Oh, that is Mi ss Emily. She lives by herself in that big house. She is peculiar, but she wouldn’t hurt anyone. She’s still waiting for the man she was supposed to marry thirty years ago. The day before their wedding he went away and never came back.”Questions 17 to 20 are based on the passage you have just heard.17.What did the speaker do last Sunday?18.What happened to him?19.What did the old lady do when she saw the speaker:20.Which of the following is untrue about Miss Emily.III. ExplanationReading comprehensionPassage One21.B. 由上下文可知，entranced意为“兴奋的，愉悦的”，故选B。
开放大学英语b2过程性考核作业4最后作文
开放大学英语b2过程性考核作业4最后作文全文共10篇示例，供读者参考篇1Title: My Experience in Open University English B2 Process Assessment 4Hey everyone! Today I want to share with you my experience in the Open University English B2 Process Assessment 4. It was so much fun but also a little challenging. Let me tell you all about it!First of all, we had to do a listening exercise where we had to listen to a conversation and answer some questions. It was a bit tricky because they talked so fast! But I tried my best and managed to answer most of the questions.Next, we had a reading comprehension test. We had to read a passage and answer some questions about it. I really enjoyed this part because I love reading! The passage was about a boy who went on an adventure and I found it really interesting.After that, we had a writing task. We had to write a short essay about our summer holiday. I wrote about the time I wentto the beach with my family and it was so much fun! I love writing so this was my favorite part of the assessment.Lastly, we had a speaking test where we had to talk about a topic for a few minutes. I was a bit nervous at first but then I just started talking and it turned out okay. I talked about my favorite hobby, which is playing soccer.Overall, I really enjoyed the Open University English B2 Process Assessment 4. It was challenging at times but also a lot of fun. I learned a lot and had a great time. I can't wait to see how I did on the assessment!That's all for now, bye bye!篇2Yay! I finally finished my Open University English B2 Process Assessment 4 final essay! It was super fun to write and I learned a lot along the way. Let me tell you all about it!So, the essay was all about my favorite subject, which is animals. I chose to write about how animals help people and why it's important to take care of them. I talked about how dogs can be trained to help people with disabilities, how horses are used in therapy for children with special needs, and how cows give usmilk and meat. I also mentioned how animals are our friends and we should treat them with kindness and respect.I started by doing some research online and in books to gather information for my essay. Then, I wrote an outline to organize my thoughts and make sure I covered all the important points. After that, I started writing the first draft of my essay. It was a bit messy at first, but I kept revising and editing it until I was happy with it.Once I was done with the final draft, I proofread it one last time to make sure there were no spelling or grammar mistakes. Then, I printed it out and submitted it online for my tutor to grade.I really enjoyed writing this essay and learning more about how animals help people. I can't wait to see my grade and maybe even get some feedback on how to improve for next time. Yay for Open University English B2 Process Assessment 4!篇3Hi guys, it's me again! So I just finished my final assignment for the Open University English B2 course, and I wanted to share with you all about it. It was a process assessment, which meanswe had to write about our progress and learning throughout the course.At first, I was a little nervous about the assignment because I had to reflect on my strengths and weaknesses in English. I realized that I was good at reading and listening, but I needed to work on my writing and speaking skills. So I started practicing more, reading English books, and watching English shows to improve my language skills.I also learned a lot about grammar and vocabulary during the course. I used to struggle with tenses and prepositions, but now I feel more confident in using them correctly. I even learned some new words and phrases that I can use in my daily conversations.Throughout the course, I had the support of my tutor and classmates, who always encouraged me to do my best. I also attended workshops and study groups to help me with my assignments. It was a lot of hard work, but it paid off in the end.In conclusion, I'm really proud of how far I've come in my English studies. I feel more confident in using the language, and I'm excited to continue learning and improving. Thank you to everyone who supported me along the way!篇4Title: My Experience in Open University English B2 Process Assessment 4Hi everyone! Today, I want to share with you my experience in the Open University English B2 Process Assessment 4. It was a challenging but super fun journey!First of all, let me tell you about the topics we covered in the assessment. We discussed various interesting subjects like technology, education, environment, and more. I learned a lot of new vocabulary and expressions that will be very useful in my future English studies.Next, let me talk about the tasks we had to complete. There were reading, writing, speaking, and listening tasks that tested our English skills in different ways. For example, we had to write essays, give presentations, and participate in group discussions. It was a great opportunity to practice our English and improve our communication skills.One of the things I enjoyed the most was working with my classmates. We helped each other, shared ideas, and had a lot of fun together. It was a great way to learn and make new friends at the same time.Overall, I had a fantastic time in the Open University English B2 Process Assessment 4. I feel more confident in my English abilities and I am excited to continue my English studies in the future. Thank you to my teachers and classmates for their support and encouragement throughout the assessment. I can't wait for the next challenge!篇5Hey guys, I am so excited to share with you my final essay for the Open University English B2 Process Assessment 4! This essay is all about my journey and what I have learned throughout this course.At the beginning of the course, I was a little nervous because English was not my strongest subject. But as I started to attend the classes and do the assignments, I realized that it was actually quite fun! I learned how to write essays, analyze literature, and even improve my grammar and vocabulary.One of the things I enjoyed the most was reading different novels and short stories. I discovered new authors and genres that I had never explored before. It was like going on an adventure every time I opened a new book.Writing essays was a bit challenging at first, but with the help of my teacher and classmates, I was able to improve my writing skills. I learned how to structure my essays, use quotes to support my arguments, and write a strong conclusion. It was so satisfying to see my progress with each assignment.Overall, I have gained a lot from this course. Not only have I improved my English skills, but I have also developed a love for reading and writing. I am so grateful for this opportunity and I can't wait to continue learning and growing in the future.Thank you to all my teachers and classmates for their support and encouragement. I couldn't have done it without you guys! Cheers to a successful end of the course and to many more learning adventures in the future!篇6Hello everyone! Today I want to share with you all about my final essay for the Open University English B2 process assessment assignment 4. So let's get started!For my final essay, I decided to write about the importance of reading books. I started by talking about how reading can help improve our vocabulary and language skills. I gave someexamples of how reading different genres of books can expand our knowledge and understanding of the world around us.Next, I talked about how reading can improve our critical thinking and analytical skills. By reading different perspectives and opinions, we can learn to think more critically about the information we come across in our daily lives. I also mentioned how reading can help us develop empathy and understanding for others.I then discussed the benefits of reading for relaxation and stress relief. Reading a good book can transport us to different worlds and help us escape from the stresses of everyday life. I shared some of my favorite books and how they have helped me relax and unwind.Overall, I really enjoyed writing this essay and sharing my thoughts on the importance of reading. I hope it can inspire others to pick up a book and discover the wonderful world of reading. Thank you for listening!篇7Oh my gosh, guys! I can't believe we're finally done with the B2 Process Writing Assignment 4 for Open University Englishclass! It was like the longest assignment ever and I'm so glad it's over.For the final essay, we had to write a super long essay with more than 2000 words. Can you believe that? I mean, it's like writing a whole book or something. But hey, at least we got to choose our own topic this time, so that's kind of cool.I decided to write about my favorite vacation ever. It was when my family and I went to Disney World and it was like the best time of my life. I got to meet all my favorite Disney characters, go on all the rides, and eat all the yummy food. It was seriously the best vacation ever.But writing the essay was like, so hard! I had to make sure I used all the right grammar and punctuation, and that my paragraphs were all in the right order. It was like a puzzle trying to fit everything together, but in the end, I think I did pretty good.Now that the assignment is done, I can't wait to see what grade I get. I really hope I did well because I worked so hard on it. But even if I don't get the best grade, I'm just happy that it's finally over and I can relax for a bit. Yay!篇8I'm a little kid, but I'm gonna try my best to write this super long article for my Open University English B2 process assessment 4 final essay. It's gonna be so much fun, here we go!My essay is about how I learned so many cool things in this English class. I learned how to write essays, read interesting stories, and even speak better English. I practiced my grammar and vocabulary, and now I can talk to my friends in English too! It's really cool because now I can understand English movies and songs better too.I also learned about different cultures and countries in this class. I learned about the United States, China, Japan, and many other countries. It's so fun to learn about how people live in different parts of the world. I even learned about some famous writers and poets in English literature. It's so amazing to read their stories and poems.In this class, I also learned how to give presentations and speak in front of the class. At first, I was really shy, but now I feel more confident. I can share my ideas with others and listen to their ideas too. It's so much fun to talk with my classmates and learn from them.Overall, I had a great time in my Open University English B2 class. I learned so many new things and had lots of fun. I can'twait to keep learning and improving my English skills. Thank you, teacher, for all your help!篇9Oh wow, the Open University English B2 Process Assessment 4 is finally here! I've been working so hard on this assignment, and I can't believe it's almost over. I'm so excited to share my final essay with you all!For this assignment, I chose to write about the importance of learning English as a second language. English is such a cool language because it's spoken all over the world, and knowing how to speak it can really open up a lot of opportunities for me in the future.I talked about how learning English can help me communicate with people from different countries, understand English movies and music, and even study or work abroad. It's so important to be able to speak English well because it's the language of business and technology, and I want to be able to succeed in those fields one day.I also shared some tips on how to improve my English skills, like watching English TV shows, listening to English songs, and practicing speaking with my friends. I think it's really importantto practice as much as possible if I want to become fluent in English.Overall, I had so much fun working on this assignment, and I'm really proud of how it turned out. I can't wait to see what grade I get on it, and I'm already looking forward to the next English assignment. English is so much fun!篇10Hello everyone! Today I want to share with you my experience of taking the Open University English B2 Process Assessment 4.At the beginning of the test, I was a little nervous because there were a lot of questions and tasks to do. But then I remembered to stay calm and do my best. The first part was reading comprehension, where I had to read a passage and answer some questions. It was quite challenging, but I tried to understand the main ideas and details of the text.Next, I had to write a short essay about my favorite book. I chose "Harry Potter and the Sorcerer's Stone" because I love the magical world created by J.K. Rowling. I wrote about the characters, the plot, and why I enjoyed reading the book somuch. It was fun to share my thoughts and feelings about a book that I really like.After that, I had to listen to a recording and answer some questions based on what I heard. It was a bit tricky because the speaker talked fast, but I managed to catch the key points and answer the questions correctly.Lastly, I had to write a summary of a given text. I had to pick out the main points and rephrase them in my own words. It was a bit challenging, but I tried my best to express the ideas clearly and concisely.Overall, I found the test to be challenging but also rewarding. It helped me improve my reading, writing, listening, and summarizing skills. I'm proud of myself for completing the test and I can't wait to see the results! Thank you for listening to my experience!。
Test 4 - READING (15)
R E A D I N GR E A D I N G P A S S A G E1Y o u s h o u l d s p e n d a b o u t20m i n u t e s o n Q u e s t i o n s1-13,w h i c h a r e b a s e d o n R e a d i n g P a s s a g e b e l o w.P u l l i n g s t r i n g t o b u i l d p y r a m i d sNo one knows exactly how- the pyramids were built. Marcus Chown reckons the answer could be 'hanging in the air'The pyramids of Egypt were built more than three thousand years ago, and noone knows how. The conventional picture is that tens .of thousands of slavesdragged stones on sledges. But there is no evidence to back this up. Now aCalifornian software consultant called Maureen Clemmons has suggested thatkites might have been- involved. While perusing a book on the monuments ofEgypt, she noticed a hieroglyph that showed a row of men standing in oddpostures. They were holding what looked like ropes that led, via some kind ofmechanical system, to a giant bird in the sky. She wondered if perhaps thebird was actually a giant kite, and the men were using it to lift a heavy object.Intrigued, Clemmons contacted Morteza Gharib, aeronautics professor at the California Institute of Technology. He was fascinated by the idea. 'Coming from Iran, I have a keen interest in Middle Eastern science/ he says. He too was puzzled by the picture that had sparked Clemmons's interest. The object in the sky apparently had wings far too short and wide for a bird 'The possibility certainly existed that it was a kite/ he says. And since he needed a summer project for his student Emilio Graff, investigating the possibility of using kites as heavy lifters seemed like a good idea.Gharib and Graff set themselves the task of raising a 4.5-metre stone column from horizontal to vertical, using no source of energy except the wind. Their initial calculations and scale-model wind-tunnel experiments convinced them they wouldn't need a strong wind to lift the 33.5-tonne column. Even a modest force, if sustained over a long lime, rose, the base would roll across the ground on a trolley.Earlier this year, the team put Clemmons's unlikely theory to the test, using a 40-square- meter rectangular nylon sail. The kite lifted the column clean off the ground. 'We were absolutely stunned/ Gharib says. The instant the sail opened into the wind, a huge force was generated and the column was raised to the vertical in a mere 40 seconds.'The wind was blowing at a gentle 16 to 20 kilometers an hour, little more than half what they thought would be needed. What they had failed to reckon with was what happened when the kite was opened. There was a huge initial force - five times larger than the steady state force/ Gharib says. This jerk meant that kites could lift huge weights, Gharib realised. Even a 300-tonne column could have been lifted to the vertical with 40 or so men and four or five sails. So Clemmons was right: the pyramid builders could have used kites to lift massive stones into place. 'Whether they actually did is another matter,' Gharib says. There are no pictures showing the construction of the pyramids, so there is no way to tell what really happened. The evidence for using kites to move large stones is no better or worse than the evidence for the brute forcemethod/ Gharib says.Indeed, the experiments triage left many specialists unconvinced. The evidence for kite- lifting is non-existent/ says Wallace Wendrich, an associate professor of Egyptology at the University of California, Los Angeles.Other feel there is more of a case for the theory. Harnessing the wind would not have been a problem for accomplished sailors like the Egyptians. And they are known to have used wooden pulleys, which could have been made strong enough to bear the weight of massive blocks of stone. In addition, there is some physical evidence that the ancient Egyptians were interested in flight. A wooden artifact found on the step pyramid at Saqqara looks uncannily like a modern glider. Although it dates from several hundred years after the building of the pyramids, its sophistication suggests that the Egyptians might have been developing ideas of flight for a long time. And other ancient civilisations certainly knew about kites; as early as 1250 BC, the Chinese were using them to deliver messages and dump flaming debris on their foes.The experiments might even have practical uses nowadays. There are plenty of places around the globe where people have no access to heavy machinery, but do know how to deal with, wind, sailing and basic mechanical principles. Gharib has already been contacted by a civil engineer in Nicaragua, who wants to put up buildings with adobe roofs supported by concrete arches on a site that heavy equipment can't reach. His idea is to build the arches horizontally, then lift them into place using kites. 'We've given him some design hints/ says Gharib. 'We're just waiting for him to report back.' So whether they were actually used to build the pyramids or not, it seems that kites may make sensible construction tools in the 21st century AD.Questions 1-7Do the following statement with the information given in Reading Passage 158?In boxes 1-7 on your answer sheet, writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this1 It is generally believed that large numbers of people were needed to build the pyramids.2 Clemmons found a strange hieroglyph on the wall of an Egyptian monument.3 Gharib had previously done experiments on bird flight.4 Ghari band Graff tested their theory before applying it.5 The success of the actual experiment was due to the high speed of the wind.6 They found that, as the kite flew higher, the wind force got stronger.7 The team decided that it was possible to use kites to raise very heavy stones.Questions 8-13Complete the summary below.Choose NO MORE THAN WORDS from the passage for each answerWrite your answers in boxes 8-13 your answer sheet.Addition evidence for theory of kite liftingThe Egyptians had 8………………, which could lift large pieces of 9...................., and they knew how to use the energy of the wind from their skill as 10................... The discovery on one pyramid of an object which resembled a 11................. suggests they may have experimented with 12 .............. . In addition, over two thousand years ago kites used in china as weapons, as well as for sending 13..................R E A D I N G P A S S A G E2Y o u s h o u l d s p e n d a b o u t20m i n u t e s o n Q u e s t i o n s14-26,w h i c h a r e b a s e d o n R e a d i n g P a s s a g e2.E n d l e s s H a r v e s tMore than two hundred years ago, Russian explorers and fur hunters landed on the Aleutian Islands, a volcanic archipelagoin the North Pacific, and learned of a land mass that lay farther to the north. The islands' native inhabitants called this land mass Aleyska the 'Great Land'; today, we know it as Alaska.The forty-ninth state to join the United States of America (in 1959), Alaska is fully one-fifth the size of the mainland 48 - states combined. It shares, with Canada, the second, longest river system in North America and has over half the coastlineof the United States. The rivers feed into the Bering Sea and Gulf of Alaska - cold, nutrient-rich waters which support tensof millions of seabirds, and over 400 species of fish, shellfish, crustaceans, and mollusks. Taking advantage of this rich bounty, Alaska's commercial fisheries have developed into some of the largest in the world.According to the Alaska Department of Fish and Game (ADF&G), Alaska's commercial fisheries landed hundreds of thousarids of tonnes of shellfish and herring, and well over a million tones of ground fish (cod, sole, perch and pollock) in 2000. The true cultural heart and soul of Alaska's fisheries, "however, is salmon. 'Salmon,' notes writer Susan Ewing in The Great Alaska Nature Fact book, 4pump through Alaska like blood through a heart, bringing rhythmic, circulating nourishment to land, animals and people.' The 'predictable abundance of salmon allowed some native cultures to flourish,' and 'dying spankers" feed bears, eagles, other animals, and ultimately the soil itself' All five species of Pacific salmon - chinook, or king; chum, or dog; Coho, or silver; sockeye, or red; and pink, or humpback - spawn in Alaskan waters, and 90% of all Pacific salmon commercially caught in North America arc produced there. Indeed, if Alaska was an independent nation, it would be the largest producer of wild salmon in the world. During 2000, commercial catches of Pacific salmon in Alaska exceeded 320,000 tonnes, with an ex-vessel value of over $US260 million.Catches have not always been so healthy. Between 1940 and 1959, over fishing led to crashes in salmon populations so severe that in 1953 Alaska was declared a federal disaster area. With the onset of statehood, however, the State of Alaska took over management of its own fisheries, guided by a state constitution which mandates that Alaska's natural resources be managed on a sustainable basis. At that time, statewide harvests totaled around 25 million salmon. Over the next few- decades average catches steadily increased as a result of this policy of sustainable management, until, during the 1990s, annual harvests were well in excess of 100 million, and on several occasions over 200 million fish.The primary reason for such increases is what is known as 7n-Season Abundance-Based Management'. There are biologists throughout the state constantly monitoring adult fish as they show up to spawn. The biologists sits in streamside counting towers, study sonar, watch from aeroplanes, and talk to fishermen. The salmon season in Alaska is not pre-set. The fishermen know die approximate time of year when they will be allowed to fish, but on any given day, one or more fieldbiologists in a particular area can put a halt to fishing. Even sport filing can be brought to a halt It is this management mechanism that has allowed Alaska salmon stocks - and, accordingly, Alaska salmon fisheries - to prosper, even as salmon populations in the rest of the United States arc increasingly considered threatened or even endangered.In 1999, the Marine Stewardship Council (MSC)*** commissioned a review of the Alaska salmon fishery. The Council, which was founded in 19%, certifies fisheries that meet high environmental standards, enabling them to use a label that recognises their environmental responsibility. The MSC has established a set of criteria by which commercial fisheries can be judged. Recognising the potential benefits of being identified as environmentally responsible, fisheries approach the Council requesting to undergo the certification process. The MSC then appoints a certification committee, composed of a panel of fisheries experts, which gathers information and opinions from fishermen, biologists, government officials, industry representatives, non-governmental organisations and others.Some observers thought the Alaska salmon fisheries would not have any chance of certification when, in the months leading up to MSC's final decision, salmon runs throughout western Alaska - completely collapsed. In the Yukon and Kuskokwim rivers, chinook and chum runs were probably the poorest since statehood; subsistence communities throughout the region, who normally have priority over commercial fishing, were devastated.The crisis was completely unexpected, but researchers believe it had nothing to do with impacts of fisheries. Rather, they contend, it was almost certainly the result of climatic shifts, prompted in part by cumulative effects of the el nino/la nina phenomenon on Pacific Ocean temperatures, culminating in a harsh winter in which huge numbers of salmon eggs were frozen. It could have meant the end as far as the certification process was concerned. However, the state reacted quickly, closing down all fisheries, even those necessary for subsistence purposes.In September 2000, MSC announced that the Alaska salmon fisheries qualified fop certification. Seven companies producing Alaska salmon were immediately granted permission to display the MSC logo on their products. Certification is for an initial period of five years, with an annual review to ensure dial the fishery is continuing to meet the required standards.* spawners: fish thai have released eggs* spawn : release eggsQuestions 14-20Do the following statements agree with the information given in Reading Passage 159?In boxes 14-20 on your answer sheet, writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this14. The inhabitants of the Aleutian islands renamed their islands 4Aleyska\15. Alaska's fisheries are owned by some of the world's largest companies.16. Life in Alaska is dependent on salmon.17. Ninety per cent of all Pacific salmon caught are sockeye or pink salmon.18. More than 320,000 tonnes of salmon were caught in Alaska in 2000.19. Between 1940 and 1959, there was a sharp decrease in Alaska's salmon population.20. During the 1990s, the average number of salmon caught each year was 100 million.Questions 21-26Complete each sentence with the correct ending, A-K. below.Write the correct letter, A-K. in boxes 21-26 on your answer sheet.21 In Alaska, biologists keep a check on adult fish22 Biologists have the authority23 In-Season Abundance-Based Management has allowed the Alaska salmon fisheries24 The Marine Stewardship Council (MSC) was established25 As a result of the collapse of the salmon runs in 1999, the state decided26 In September 2000, the MSC allowed seven Alaska salmon companies_________________________________________________A to recognise fisheries that care for the environment.B to be successful.C to slop fish from spawningD to set up environmental protection laws.E to stop people fishing for sport.F to label their products using the MSC logo.G to ensure that fish numbers are sufficient to permit fishing.H to assist the subsistence communities in the region.I to freeze a huge number of salmon eggs.J to deny certification to the Alaska fisheries.K to close down all-fisheries.R E A D I N G P A S S A G E3Y o u s h o u l d s p e n d a b o u t20m i n u t e s o n Q u e s t i o n s27-40,w h i c h a r e b a s e d o n R e a d i n g P a s s a g e3.E F F E C T S O F N O I S EIn general, it is plausible to suppose that we should prefer peace and quiet to noise. And yet most of us have had the experience of having to adjust to sleeping in the mountains or the countryside because it was initially ‘too quiet’, an experience that suggests that humans are capable of adapting to a wide range-of noise levels. Research supports this view. For example, Glass and Singer (1972) exposed people to short bursts of very loud noise and then measured their ability to work out problems and their physiological reactions to the noise. The noise was quite disruptive at first, but after about fourminutes the subjects were doing just as well on their tasks as control subjects who were not exposed to noise. Their physiological arousal also declined quickly to the same levels as those of the control subjects.But there are limits to adaptation and loud noise becomes more troublesome if-the person is required to concentrate on more than one task. For example, high noise levels interfered with the performance of subjects who were required to monitor three dials at a time, a task not unlike that of an aero plane pilot or an air-traffic controller (Broadbent, 1957). Similarly, noise did not affect a subject's ability to track a moving line with a steering wheel, but it did interfere with the subject's ability to repeat numbers while tracking (Finke man and Glass 1970).Probably the most significant finding from research on noise is that its predictability is more important than how loud it is. We are much more able to 'tune out' chronic , background noise, even if it is quite loud, than to work under circumstances with unexpected intrusions of noise. In the Glass and Singer study, in which subjects were exposed to bursts of noise as they worked on a task, some subjects heard loud bursts-and others heard soft bursts. For some subjects, the bursts were spaced exactly one minute apart (predictable noise); others heard the same amount of noise overall, but the bursts occurred at random intervals (unpredictable noise).Table 1: Proofreading Errors and NoiseSubjects reported finding the predictable and unpredictable noise equally annoying, and all subjects performed at about the same level during the noise portion of the experiment- But the different noise conditions had quite different after-effects when the subjects were required to proofread written material under conditions of no noise. As shown in Table 1 the unpredictable noise produced more errors in the later proofreading task than predictable noise; and soft, unpredictable noise actually produced slightly more errors on this task than the loud, predictable noise.Apparently, unpredictable noise produces more fatigue than predictable noise, but it lakes a while for this fatigue to take its toll on performance.Predictability is not the only variable that reduces or eliminates the negative effects of noise. Another is control. If theindividual knows that he or she can control the noise, this . seems to eliminate both its negative effects at the time and its after-effects. This is true even if the individual never actually exercises his or her option to turn the noise off (Glass and- Singer, 1972). Just the knowledge that one has control is sufficient.The studies discussed so far exposed people lo noise for only short periods and only transient effects were studied. But the major worry about noisy environments is that living day after day with chronic noise may produce serious, lasting effects. One study, suggesting that this worry is a realistic one, compared elementary school pupils who attended schools - near Los Angeles's busiest airport with students who attended schools in quiet neighborhoods (Cohen et al., 1980). It was found that children from the noisy schools -had higher blood pressure and were more easily distracted than those who attended the quiet schools. Moreover, there was no evidence of adaptability to the noise. In fact, the longer the children had attended the noisy schools, the more distractible they became. The effects also seem to be long lasting. A follow-up study showed that children who were moved to less noisy classrooms still showed greater distractibility one year later than students who had always been in the quiet schools (Cohen et al, 1981). It should be noted that the two groups of children had been carefully matched by the investigators so that they were comparable in age, ethnicity, race, and social class.Questions 27-29Choose the correct letter, A, B. C or D.Write the correct letter in boxes 27-29 on your answer sheet27. The writer suggests that people may have difficulty sleeping in the mountains becauseA humans do not prefer peace and quiet to noise.B they may be exposed to short bursts of very strange sounds.C humans prefer to hear a certain amount of noise while they sleep.D they may have adapted to a higher noise level in the city.28 In noise experiments, Glass and Singer found thatA problem-solving is much easier under quiet conditions.B physiological arousal prevents the ability to work.C bursts of noise do not seriously disrupt problem-solving in the long term.D the physiological arousal of control subjects declined quickly.29 Researchers discovered that high noise levels are not likely to interfere with theA successful performance of a single task.B tasks of pilots or air traffic controllers.C ability to repeal numbers while tracking moving lines.D ability to monitor three dials at once.Questions 30-34Complete the summary using the list of words and phrases, A-J. below.Write the correct letter A-J in boxes 30-34 on your answer sheet.NB You may use any letter more than once.Glass and Singer (1972) showed that situations in which there is intense noise have less effect on performance than circumstances in which 30............................. noise occurs. Subjects were divided into groups to perform a task. Some heard loud bursts of noise, others sort. For some subjects, the noise was predictable, while for others its occurrence was random. All groups were exposed to 31......................... noise. The predictable noise group 32......................... the unpredictable noise group on this task. In the second part of the experiment, the four groups were given a proofreading task to complete under conditions of no noise. They were required to check written material for errors. The group which had been exposed to unpredictable noise 33.................. the group which had been exposed to predictable noise. The group which had been exposed to loud predictable noise performed better than those who" had heard soft, unpredictable bursts. The results suggest that 34.............................. noise produces fatigue but that this manifests itself later.A no control overB unexpectedC intenseD the same amount ofE performed better thanF performed at about the same level asG noH showed more irritation thanI made more mistakes thanJ different types ofQuestions 35-40Look at the following statements (Questions 35-40) and the lust of researchers below.Match each statement with the correct researcher(s), A-E.Write the correct letter A-E, in boxes 35-40 on your answer sheet.NB You may use any letter more than once.35. Subjects exposed to noise find it difficult at first to concentrate on problem-solving tasks.36. Long-term exposure to noise can produce changes in behavior which can still be observed a year later.37. The problems associated with exposure to noise do not arise if the subject knows they can make it stop.38. Exposure to high-pitched noise results in more errors than exposure to low-pitched noise39. Subjects find it difficult to perform three tasks at the same time when exposed to noise40. Noise affects a subject's capacity to repeat numbers while carrying out another task.List of ResearchersA Glass and SingerB BroadbentC Finke man and GlassD Cohen et al.E None of the above。
剑桥3test4passage1
剑桥3 test4 passage 1READIN G PASSAG E 1You should spendabout20 minute s on Questi ons 1-13 whichare basedon Readin g Passag e 1 below.Part OneA Air pollut ion is increa singl y becomi ng the focusof govern mentand citize n concer n aroundthe globe. From Mexico City and New York, to Singap ore and Tokyo, new soluti ons to this old proble m are beingpropos ed, trailed and implem ented with ever increa singspeed.It is feared that unless pollut ion reduct ion measur es are able to keep pace with the contin ued pressu res of urbangrowth, air qualit y in many of the world’smajorcities will deteri orate beyond reason.B Action is beingtakenalongsevera l fronts: throug h new legisl ation, improv ed enforc ementand innova tivetechno logy. In Los Angele s, stateregula tions are forcin g manufa cture rs to try to sell ever cleane r cars: theirfirstof the cleane st, titled "Zero Emissi on Vehicl es’,h ave to be availa ble soon, sincethey are intend ed to make up 2 per cent of salesin 1997. Localauthor ities in London are campai gning to be allowe d to enforc e anti-pollut ion laws themse lves;at presen t only the police have the powerto do so, but they tend to be busy elsewh ere. In Singap ore, rentin g out road spaceto usersis the way of the future.C When Britain’sRoyalAutomo bileClub monito red the exhaus ts of 60,000 vehicl es, it foundthat 12 per cent of them produc ed more than half the totalpollut ion. Oldercars were the worstoffend ers; though a sizeab le number of quitenew cars were also identi fiedas grosspollut ers, they were simply badlytuned. Califo rniahas develo ped a scheme to get thesegrosspollut ers off the street s: they offera flat $700 for any old, run-down vehicl e driven in by its owner. The aim is to remove the heavie st-pollut ing, most decrep it vehicl es from the roads.D As part of a Europe an Unionenviro nment al progra mme, a London counci l is restin g aninfra-red spectr omete r from the Univer sityof Denver in Colora do. It gauges the pollut ion from a passin g vehicl e -more useful than the annual statio naryrest that is the Britis h standa rd todayby bounci ng a beam throug h the exhaus t and measur ing what gets blocke d. The counci ls next step may be to link the system to a comput erize d videocamera able to read number plates automa tical ly.E The effort to cleanup cars may do little to cut pollut ion if nothin g is done aboutthe tenden cyto drivethem more. Los Angele s has some of the world’scleane st cars - far better than thoseof Europe -but the totalnumber of milesthosecars drivecontin ues to grow. One soluti on is car-poolin g, an arrang ement in whicha number of people who sharethe same destin ation sharethe use of one car. Howeve r, the averag e number of people in a car on the freewa y in Los Angele s, whichis 1.3, has been fallin g steadi ly. Increa singit wouldbe an effect ive way of reduci ng emissi ons as well as easing conges tion. The troubl e is, Los Angele nos seem to like beingalonein theircars.F Singap ore has for a whilehad a scheme that forces driver s to buy a badgeif they wish to visita certai n part of the city. Electr onicinnova tions make possib le increa singsophis ticat ion: ratescan vary accord ing to road condit ions, time of day and so on. Singap ore is advanc ing in this direct ion, with a city-wide networ k of transm itter s to collec t inform ation and charge driver s as they pass certai n points. Such road-pricin g, howeve r, can be contro versi al. When the localgovern mentin Cambri dge, Englan d, consid eredintrod ucing Singap orean techni ques, it facedvocaland ultima telysucces sfulopposi tion.Part TwoThe scopeof the proble m facing the world’scities is immens e. In 1992, the United Nation s Enviro nment al Progra mme and the WorldHealth Organi satio n (WHO) conclu ded that all of a sample of twenty megaci ties-places likely to have more than ten millio n inhabi tants in the year 2000 -alread y exceed ed the levelthe WHO deemshealth y in at leastone majorpollut ant. Two-thirds of them exceed ed the guidel inesfor two, sevenfor threeor more.Of the six pollut antsmonito red by the WHO -carbon dioxid e, nitrog en dioxid e, ozone, sulphu r dioxid e, lead and partic ulate matter -it is this last catego ry that is attrac tingthe most attent ion from health resear chers. PM10, a sub-catego ry of partic ulate matter measur ing ten-millio nthsof a metreacross, has been implic atedin thousa nds of deaths a year in Britai n alone.Resear ch beingconduc ted in two counti es of Southe rn Califo rniais reachi ng simila rly distur bingconclu sions concer ningthis little-unders toodpollut ant.A world-wide rise in allerg ies, partic ularl y asthma, over the past four decade s is now said to be linked with increa sed air pollut ion. The lungsand brains of childr en who grow up in pollut ed air offerfurthe r eviden ce of its destru ctive powerThe old and ill, howeve r, are the most vulner ableto the acuteeffect s of heavil y pollut ed stagna nt air. It can actual ly hasten death,as it did in Decemb er 1991 when a cloudof exhaus t fumeslinger ed over the city of London for over a week. The United Nation s has estima ted that in the year 2000 therewill be twenty-four mega-cities and a furthe r eighty-five cities of more than threemillio n people. The pressu re on public offici als, corpor ation s and urbancitize ns to revers e establ ished trends in air pollut ion is likely to grow in propor tionwith the growth of cities themse lves.Progre ss is beingmade. The questi on, though, remain s the same: ‘Willchange happen quickl y enough?’Questi ons 1-5Look at the follow ing soluti ons (Questi ons 1-5) and locati ons.Matcheach soluti on with one locati on.Writethe approp riate locati ons in boxes1-5 on your answer sheet.NB You may use any locati on more than once.SOLUTI ONS1 Manufa cture rs must sell cleane r cars.2 Author ities want to have powerto enforc e anti-pollut ion laws.3 Driver s will be charge d accord ing to the roadsthey use.4 Moving vehicl es will be monito red for theirexhaus t emissi ons.5 Commut ers are encour agedto sharetheirvehicl es with others.Questi ons 6-10Do the follow ing statem entsagreewith the claims of the writer in Readin g Passag e 2. In boxes6-10 on your answer sheetwriteYES if the statem ent agrees with the inform ationNO if the statem ent contra dicts the inform ationNOT GIVENif thereis no inform ation on this in the passag e6. Accord ing to Britis h resear ch, a mere twelve per cent of vehicl es tested produc ed over fiftyper cent of totalpollut ion produc ed by the sample group.7. It is curren tly possib le to measur e the pollut ion coming from indivi dualvehicl es whilst theyare moving.8. Reside nts of Los Angele s are now tendin g to reduce the yearly distan ces they travel by car.9. Car-poolin g has steadi ly become more popula r in Los Angele s in recent years.10. Chargi ng driver s for enteri ng certai n partsof the city has been succes sfull y done inCambri dge, Englan d.Questi ons 11-13Choose the approp riate letter s A—D and writethem in boxes11-13 on your answer sheet.11. How many pollut antscurren tly exceed WHO guidel inesin all megaci tiesstudie d?(A) one (B) two(C) three(D) seven12. Whichpollut ant is curren tly the subjec t of urgent resear ch?(A) nitrog en dioxid e (B) ozone(C) lead (D) partic ulate matter13. Whichof the follow ing groups of people are the most severe ly affect ed by intens e airpollut ion?(A) allerg y suffer ers (B) childr en(C) the old and ill (D) asthma suffer ers。
Test4pass real test 250-824 exam questions answers
Exam:Symantec250-824Title:Data ProtectionTroubleshooting for UNIXusing NetBAckup5.x Version:DemoTop 3 Customers in Test4passs - Best IT certifications TeamHOT Certifications On Test4passCisco CertificationsCCNA CCDA CCNP CCDP CCVP CCSP CCIP CCIE CCDE Data Center Sales ExpertMicrosoft CertificationsMCP MCSE MCITP MCTS MCSE2003MCPD MCDST TS Exchange Server2007 MCSE2003 Security MCSE2003 Messaging Microsoft Business SolutionsIBM CertificationsCertified Administrator Certified Systems Expert Solutions Expert System AdministatorDB2Certified Advanced Technical Expert Certified Advanced System AdministratorLotus Certification WebSphere Cognos 8 BI Certified Associate Developer Tivoli SoftwareCompTIA CertificationsA+CDIA+CTT+e-Biz+CompTIA HTI+i-NET+ Linux+Network+Project+RFID+Security+ Server+PDI+Convergence+1.What are two examples of offsite storage?(Choose two.)A.real-time media duplication to a remote siteB.sending physical media to an alternate locationC.creating copies of existing media to store in the same data centerD.storing media in a fire and flood proof safe that uses a magnetic sealAnswer:AB2.Which two UNIX commands produce output containing the name of the computer system you are logged into?(Choose two.)A.uname-aB.hostnamenscan-aD.hostname-aAnswer:AB3.A new robot and drive have been added to a Solaris media server.The current operating system device drivers do NOT support variable length record sizes.Which file must be modified to make these drives write in variable length record sizes?A.sg.confB.kernel.drvC.device.confD.st.confAnswer:D4.Which file contains the network name and IP address information used when performing local name and IP address resolution?A./etc/hostsB./etc/ipnamesC./etc/inetd.confD./etc/nsswitch.confAnswer:A5.Which command syntax can be used to verify that a port name can be resolved?A.ping machine_name port_nameB.ping ip_address-p port_nameC.telnet machine_name port_nameD.telnet machine_name-port port_nameAnswer:C6.Which UNIX command displays the names resolved by broadcast?A.arpB.pingC.nsswitchD.nslookupAnswer:A7.Which file is reviewed to ensure that network ports are resolved correctly?A.systemB.inetdC.nsswitchD.servicesAnswer:D8.Which three factors affect the data transfer speed of a remote full backup?(Choose three.)work throughputB.disk I/OC.media densityD.buffer sizeE.the number of files that have changedAnswer:ABD9.A tape is loaded into the tape drive called/dev/tape1.Which two commands help to prove that a tape device is available for use by the operating system?(Choose two.)A.ls-l/dev/tape1B.sgscan/dev/tape1C.mt-f/dev/tape1rewindD.tar-cvf/dev/tape1/etcAnswer:CD10.For a calendar schedule,to which three backup types does the option etries allowed after runday apply? (Choose three.)A.fuller directedC.differential incrementalD.cumulative incrementaler archiveAnswer:ACD11.Which three conditions must be met before successfully writing to and reading from a tape device? (Choose three.)A.A tape device file has been created for the tape drive.B.The latest available version of firmware has been loaded.C.This tape device is compatible with this version of the operating system.D.A compatible tape device driver has been installed.Answer:ACD12.A NetBackup administrator can initiate server-directed restores_____.A.to any properly configured NetBackup clientB.only to a machine within the client's servers listC.only to clients configured within a standard policy typeD.only to the client from which the files to be restored were backed upAnswer:A13.You suspect a client backup has been failing due to firewall software on the client side.Which method do you use to verify the backup path through a client-side firewall?A.nslookup from the media server to the clientB.telnet from the media server to the clientC.pathping from the client to the media serverD.arp from the client to the media serverAnswer:B14.Which NetBackup process starts the bpsched process on the master server?A.bpcdB.bprdC.bpdbmD.bpinetdAnswer:B15.Which feature enables multiple simultaneous copies during backup?A.VaultB.Image copyC.Inline tape copyD.Disk stagingAnswer:C16.What defines the direction of a vnetd"call back"?A.client->media serverB.client->master serverC.media server->clientD.master server->clientAnswer:A17.You have a tape library with two DLT drives.Which process directs a robot to load a tape into a drive?A.tlddB.tldcdC.avrdD.bptmAnswer:B18.During a restore,which client log provides information about the files being restored?A.bpcdB.tarC.bpjava-usvcD.bpbkarAnswer:B19.Which two functions can the tpautoconf command perform?(Choose two.)A.set the initial drive status to UP or DOWNB.discover and configure devicesC.reconfigure databases after device replacementD.specify the number of hours between drive cleaningsAnswer:BC20.Which client-side command queries the master server to resolve the client's name?A.bpclientB.bpresolveC.trackerD.bpclntcmdAnswer:DC o n t a c t T e s t4p a s sWe are proud of our high-quality customer service, which serves you around the clock 24/7. To get your problem resolved instantly, live supportRead Our Frequently Asked Questions (FAQs)We have gathered the most frequently asked questions for you. Please read our list of FAQs. Contact us by Live MessengerSales:Test4pass(at)You can reach us at any of the email addresses listed below Please allow up to 24 hours for us to respond•MSN: Test4pass@。
人教版英语必修四学业质量标准检测4
Unit 4学业质量标准检测第一部分：听力(共两节，满分30 分 )第一节 (共 5 小题；每题 1.5分，满分7.5分)听下边 5 段对话。
每段对话后有一个小题，从题中所给的 A 、 B、 C 三个选项中选出最佳选项。
听完每段对话后，你都有10秒钟的时间往返答相关小题和阅读下一小题。
每段对话仅读一遍。
1． How will the two speakers go home ？AA ． By taxi.B． By bus.C． On foot.2． What color were the socks and underwear before they were washed ？BA ． Pink.B． White.C． Red.3． When will the movie begin ？CB． At 1 ： 50 pm.A ． At 1 ： 45 pm.C． At 1 ： 55 pm.4． What are the two speakers talking about ？CA ． An animal.B． A teacher.C． A paper.5． Where is the woman going ？AA ． A museum.B． A library.C． A bookstore.第二节 (共 15 小题；每题 1.5 分，满分22.5 分 )听下边 5 段对话或独白。
每段对话或独白后有几个小题，从题中所给的 A ， B， C 三个选项中选出最正确选项。
听每段对话或独白前，你将有时间阅读各个小题，每题 5 秒钟；听完后，各小题将给出 5 秒钟的作答时间。
每段对话或独白读两遍。
听第 6 段资料，回答第 6 至 7 题。
6． Where are they now ？BA ． On a plane.B． At an airport.C． In a restaurant.7． How many bags does the man carry in all ？CA ．2.B．3.C． 4.听第 7 段资料，回答第8 至 9 题。
《大学英语》精读第四册Test Yourself选择题及其答案解析
Test Yourself 11.Inside, in the warm living room, with a glass of wine to drink and Mozart to listento on the CD, she was far from the tiredness she had claimed earlier.在里面，在温暖的客厅里，喝着一杯酒和莫扎特在CD上听，她远远没有早些时候所声称的疲倦。
A advocatedB conceivedC claimedD accumulated2.If you've worked for one employer for two years or more before leaving to haveyour baby, you may be entitled to maternity pay(产妇薪酬）如果你在离职前为一个雇主工作两年或更长时间，你有资格享受产假。
A drawn onB entitled toC settled forD rested on3.Tons of food was laid out on the big table and crates of beer were stacked ready for consumption.一大堆食物摆在大桌子上，啤酒桶堆叠起来准备消费。
A reservedB expendedC generatedD stacked4.You'd better keep your leaders informed of your activities so that they can ensure you are adequately supported.你最好让你的领导知道你的活动，这样他们就可以确保你得到充分的支持。
A informedB amusedC outlinedD swallowed5.According to the latest poll, the president's 43 percent support has shrunk to 32percent.根据最新的民意调查，总统43%的支持率已经缩减到32%。
Testpassport最新 IBM certifications I 000-002题库免费下载
TThe safer , easier way to help you pass any IT exams.Exam : 000-002Title :Version : DemoIBM Tivoli Storage Productivity Center V4.11.How many zone set(s) can be active at the same time?A.1B.3C.10D.unlimitedAnswer:A2.Which protocol is used to discover a CIMOM?A.SLPB.UDPC.TPCD.SNMPAnswer:A3.Which IBM Tivoli Storage Productivity Center server directories and subdirectories need to be backed up on UNIX in case of a disaster?A./opt/IBM/TPCB./usr/IBM/Tivoli/tip and /usr/IBM/TPCC./opt/IBM/Tivoli/tip, /opt/IBM/replication, and /opt/IBM/TPCD./usr/IBM/Tivoli/tip, /usr/IBM/replication, and /opt/IBM/TPCAnswer:C4.What are the default server components that will get installed when a typical installation with Servers is selected?A.IBM Tivoli Storage Productivity Center for Data and DeviceB.Tivoli Integrated Portal, Storage Resource agent, and IBM Tivoli Storage Productivity Center for Data ServerC.IBM Tivoli Storage Productivity Center for Data and Device, and IBM Tivoli Storage Productivity Center for ReplicationD.Tivoli Integrated Portal, IBM Tivoli Storage Productivity Center for Replication, and IBM Tivoli Storage Productivity Center for Data and DeviceAnswer:D5.Which two items must be configured in IBM Tivoli Storage Productivity Center (Tivoli Storage Productivity Center) to send an alert to Tivoli Enterprise Center/OMNIbus? (Choose two.)A.the default domain nameB.a fully qualified Tivoli Enterprise Console/OMNIbus ServerC.the IP address where Tivoli Enterprise Console/OMNIbus can be foundD.the Tivoli Enterprise Console/OMNIbus User ID and Password to gain accessE.the port number to which Tivoli Storage Productivity Center will direct Tivoli Enterprise Console/OMNIbus eventsAnswer:B E6.The customer is requesting performance monitoring of NetApp storage subsystems. Which agent is required?App CIM agent (ONTAP SMI-S agent)B.IBM Tivoli Storage Productivity Center Data agentC.IBM Tivoli Storage Productivity Center Storage Resource agentD.IBM Tivoli Storage Productivity Center Data agent and NetApp CIM agent7.What are the correct steps to create a zone set?A.Go to Fabric Manager->Fabrics->Zone Configuration->Change->Add under Zone Sets->Provide Zone Set name->Select Zone(s) for Zone Set ->Finish.B.Go to Disk Manager->Fabrics->Select Fabric->Zone Configuration->Change->Add under Zone Sets->Provide Zone Set name->Select Zone(s) for Zone Set ->Finish.C.Go to Data Manager->Fabrics->Select Fabric->Zone Configuration->Change->Add under Zone Sets->Provide Zone Set name->Select Zone(s) for Zone Set ->Finish.D.Go to Fabric Manager->Fabrics->Select Fabric->Zone Configuration->Change->Add under Zone Sets->Provide Zone Set name->Select Zone(s) for Zone Set ->Finish.Answer:D8.After SMI-S agent of the fabric has completed its discovery, what is the next step before creating zone or zone set?A.Run Probe.B.Run Discovery.C.Do not do anything else.D.Run Performance Monitor job.Answer:A9.Where does a user go to run a CIMOM Discovery on the IBM Tivoli Storage Productivity Center GUI?A.Administrative Services->Discovery->CIMOMB.Administrative Services->Discovery->CIM agentC.IBM Tivoli Storage Productivity Center -> CIMOM DiscoveryD.IBM Tivoli Storage Productivity Center -> Discovery -> CIMOMAnswer:A10.What are two methods to determine if a CIM agent contains the devices that it manages, after it has been added successfully on IBM Tivoli Storage Productivity Center GUI? (Choose two.)A.Administrative Services->Discovery->CIMOM/Agents->Show Managed DevicesB.Administrative Services->Data Sources->CIMOM/Agents->Show Managed DevicesC.Administrative Services->Data Sources->CIMOM/Agents->Select CIMOM->Show Managed DevicesD.Administrative Services->Discovery->CIMOM->Select CIMOM discovery log->Show Managed DevicesE.Administrative Services->Discovery->CIMOM->Select CIMOM discovery log->expand on the CIMOM logAnswer:C E11.What is the minimum interval for data gathering by a switch performance monitor job?A.1 minuteB.5 minutesC.10 minutesD.15 minutesAnswer:B12.Which device currently supports for Single Sign-on with IBM Tivoli Storage Productivity Center V4.1?A.SVC 4.3.1B.DS8000 Release 4.2C.DS5000 (Firmware 7.50.12.00)D.Brocade switches managed by DCFM13.When submitting a storage optimization report job, will data be physically moved from one storage pool to another?A.Yes. Data will be physically moved to target pool.B.No. No physical data move will be done; it will only be simulated.C.Yes. Data will be physically moved to target pool but only when in the same format (CKD or FB).D.Yes. Data will be physically moved to target pool, but only when in the same type of subsystem. Answer:B14.Given a successful installation of IBM Tivoli Storage Productivity Center, which directory contains the current Device server logs?A.\logB.\data\logC.\device\logD.\data\serverAnswer:C15.How can a user validate that the data agents are registered successfully on the IBM Tivoli Storage Productivity Center GUI tree?A.Data Manager-> Data/Storage Resource agentsB.IBM Tivoli Storage Productivity Center-> agentsC.IBM Tivoli Storage Productivity Center-> Data agentsD.Administrative Services->Data Sources->Data/Storage Resource agentsAnswer:D16.In the IBM Tivoli Storage Productivity Center GUI, where can it be verified if a switch is enabled for performance monitoring?A.Fabric Manager -> FabricsB.Administrative Services -> Data Sources -> CIMOM agentsC.IBM Tivoli Storage Productivity Center -> Topology -> SwitchesD.IBM Tivoli Storage Productivity Center -> Configuration Utility, Fabric Manager tabAnswer:D17.Which information is collected from computers during the probe job?rmation about disks and disk controllersB.health information about fabric componentsrmation about file types and their ownershiprmation about operating system resources (swap-space, memory, and so on)Answer:A18.Which IBM Tivoli Storage Productivity Center V4.1 (Tivoli Storage Productivity Center) license is required for using the storage performance optimizer?A.Basic EditonB.Standard EditionC.Tivoli Storage Productivity Center for DiskD.Tivoli Storage Productivity Center for DataAnswer:B19.Policies are enforced when defined conditions are detected by a monitoring job. What are two requirements to be used in the Policy management function to manage and enforce policies? (Choosetwo.)A.quotasB.constraintsC.Security levelsD.System enforcerE.Data Management toolAnswer:A B20.Which group does the installer's user ID have to belong to when installing DB2 on a Windows platform?A.TCPADMINB.DB2 Users GroupC.Administrator GroupD.Windows Systems GroupAnswer:C21.For computer and file system groups in Data Manager, a Group By Cluster check box is displayed. What happens if this option is selected?A.The Available pane displays a cluster name next to any clustered computers and cluster resource groups.B.The Available pane automatically filters and hides any cluster aware computers from being displayed in the list.C.The Available pane provides an additional option of being able to filter and hide cluster aware computers from being displayed in the list.D.The Available pane displaying any computer or cluster resource group that belongs to a PowerHA or MSCS Cluster is grouped under its cluster name.Answer:D22.What are two prerequisites for IBM Tivoli Storage Productivity Center to launch external tools? (Choose two.)A.It can be launched with a URL.B.It is a locally installed application.C.It must support Web 2.0 standard.D.It is a platform independent Java application.E.It runs in the same WebSphere server that the data server runs in.Answer:A B23.What is the minimum number of servers required to install DB2, IBM Tivoli Agent Manager and IBM Tivoli Storage Productivity Center for a small customer environment consisting of a single DS8000 and 10 host machines?A.1B.2C.3D.4Answer:A24.How many zone member(s) does a zone contain?A.oneB.fiveC.unlimitedD.Check with vendor documentation to see what is supported.Answer:D25.Which IBM Tivoli Storage Productivity Center license is necessary for IBM Tivoli Storage Productivity Center --> Analytics function usage?A.IBM Tivoli Storage Productivity Center for DataB.IBM Tivoli Storage Productivity Center Basic EditionC.IBM Tivoli Storage Productivity Center Limited EditionD.IBM Tivoli Storage Productivity Center Standard EditionAnswer:D26.Which IBM Tivoli Storage Productivity Center V4.1 media disk image contains the Storage Resource agent installation packages?A.Disk 1B.Disk 2C.Disk 3D.both Disk 1 and Disk 2Answer:D27.Upon completion of the IBM Tivoli Storage Productivity Center (Tivoli Storage Productivity Center) upgrade, the Tivoli Storage Productivity Center database must be migrated by using the database migration tool. Which choice represents the database migration tools that can be executed to perform the database migration?A.db2update.bat or db2update.shB.migratetables.bat or migratetables.shC.partitiontables.bat or partitiontables.shD.migratepartitions.bat or migratepartitions.shAnswer:C28.Which jobs need to run in order to populate the database with all available information for a storage subsystem?A.Probe and ScanB.Discovery and ScanC.Discovery and ProbeD.Probe and Performance MonitorAnswer:C29.Which is a valid triggering condition for the scan job alert?A.Scan FailedB.Scan Completed SuccessfullyC.Scan Completed with WarningsD.Scan found more than 10,000 filesAnswer:A30.Which task must be performed before gathering information about NetWare volumes?A.Create profiles to define which Netware servers to scan.B.Create quotes to control how many NetWare volumes should be pinged and scanned.C.Configure Device Manager to discover all the NetWare servers in NDS trees and then run a ping job.D.Define a scan and include the NetWare volumes and file systems for which you want to gather detailed storage information.Answer:D。
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Exam:XML Master CertificationI10-002Title:XML Master:ProfessionalV2Version:DemoTop 3 Customers in Test4passs - Best IT certifications TeamHOT Certifications On Test4passCisco CertificationsCCNA CCDA CCNP CCDP CCVP CCSP CCIP CCIE CCDE Data Center Sales ExpertMicrosoft CertificationsMCP MCSE MCITP MCTS MCSE2003MCPD MCDST TS Exchange Server2007 MCSE2003 Security MCSE2003 Messaging Microsoft Business SolutionsIBM CertificationsCertified Administrator Certified Systems Expert Solutions Expert System AdministatorDB2Certified Advanced Technical Expert Certified Advanced System AdministratorLotus Certification WebSphere Cognos 8 BI Certified Associate Developer Tivoli SoftwareCompTIA CertificationsA+CDIA+CTT+e-Biz+CompTIA HTI+i-NET+ Linux+Network+Project+RFID+Security+ Server+PDI+Convergence+1.Select which of the following correctly describes WSDL.(WSDL1.1)A.WSDL assumes SOAP as the message transmission formB.When WSDL is defined by a combination of style="rpc"and use="encoded",then encodingStyle="/soap/encoding/"must be designatedC.When WSDL is defined by a combination of style="rpc"and use="encoded",then the encodingStyle attribute cannot be designatedD.WSDL may be defined by a combination of style="rpc"and use="literal"Answer:D2.Which of the following describes the most correct call order of the ContentHandler interface methods when parsing the following"XML Document"using a non-validating SAX parser?This question reflects line feeds within the XML document.[XML Document]<a><b>c</b></a>A.startDocument-startElement-characters-startElement-characters-characters-characters-endElement-characters-endElement-endDocumentB.startDocument-startElement-ignorableWhitespace-startElement-ignorableWhitespace-characters-ignorableWhitespace-endElement-ignorableWhitespace-endElement-endDocumentC.startDocument-startElement-startElement-characters-endElement-endElement-endDocumentD.startDocument-startElement-startElement-characters-characters-endElement-endElement-endDocumentWAnswer:A3.Push the Exhibit Button to load the referenced"XML Document".[XML Document]<TestML xmlns="urn:xmlmaster:testml"><record level="1"data="100"/><record level="2"data="250"/></TestML>Choose the XML Schema Document that does not correctly define the structure of the"XML Document". A.<xs:schemaxmlns:xs="/2001/XMLSchema"xmlns:tns="urn:xmlmaster:testml"><xs:element name="TestML"type="tns:testmlType"/> <xs:complexType name="testmlType"><xs:sequence><xs:element ref="tns:record"maxOccurs="unbounded"/> </xs:sequence></xs:complexType><xs:element name="record"type="tns:recordType"/> <xs:complexType name="recordType"><xs:attribute name="level"type="xs:int"/><xs:attribute name="data"type="xs:int"/></xs:complexType></xs:schema>B.<xs:schemaxmlns:xs="/2001/XMLSchema"targetNamespace="urn:xmlmaster:testml"xmlns="urn:xmlmaster:testml"><xs:element name="TestML"type="testmlType"/><xs:complexType name="testmlType"><xs:sequence><xs:element ref="record"maxOccurs="unbounded"/> </xs:sequence></xs:complexType><xs:element name="record"type="recordType"/> <xs:complexType name="recordType"><xs:attribute name="level"type="xs:int"/><xs:attribute name="data"type="xs:int"/></xs:complexType></xs:schema>C.<xs:schemaxmlns:xs="/2001/XMLSchema"targetNamespace="urn:xmlmaster:testml"><xs:element name="TestML"type="testmlType"/><xs:complexType name="testmlType"><xs:element ref="record"maxOccurs="unbounded"/></xs:sequence></xs:complexType><xs:element name="record"type="recordType"/><xs:complexType name="recordType"><xs:attribute name="level"type="xs:int"/><xs:attribute name="data"type="xs:int"/></xs:complexType></xs:schema>D.<schemaxmlns="/2001/XMLSchema"targetNamespace="urn:xmlmaster:testml"xmlns:tns="urn:xmlmaster:testml"><element name="T estML"type="tns:testmlType"/><complexType name="testmlType"><sequence><element ref="tns:record"maxOccurs="unbounded"/></sequence></complexType><element name="record"type="tns:recordType"/><complexType name="recordType"><attribute name="level"type="int"/><attribute name="data"type="int"/></complexType></schema>Answer:C4.Which of the following correctly describes the DOM(Level2)Node interface?A.The Node interface can be used to change the value(nodeValue)of the DOM element node(Element)B.The Node interface can be used to change the name(nodeName)of the DOM element node(Element)C.The Node interface can be used to change the value(nodeValue)of the DOM attribute node(Attr)D.The Node interface can be used to change the name(nodeName)of the DOM attribute node(Attr) Answer:C5.Push the Exhibit Button to load the referenced"XML Document1"and"XML Document2,"and process XML using"DOM Processing."Select which of the following is the most appropriate expression of the results under XML1.0.Line feeds and/or indents are not reflected in the results.A.<root2xmlns="urn:xmlmaster:EX2"><data xmlns="urn:xmlmaster:EX1">string value</data></root2>B.<root2xmlns="urn:xmlmaster:EX2"><data>string value</data></root2>C.<root2xmlns="urn:xmlmaster:EX2"><data xmlns="urn:xmlmaster:EX1"/></root2>D.<root2xmlns="urn:xmlmaster:EX2"></root2>Answer:A6.Push the Exhibit Button to load the referenced"XML document".[XML Document]<root><data>lmnop</data></root>Assume that the"XML Document"is changed to the"Results XML Document."Select which XSLT style sheet correctly performs the transformation.Note that the XSLT processor can output transformation results as a document.[Results XML Document]<ZZZ><YYY>lmnop</YYY></ZZZ>A.<xsl:stylesheet version="1.0"xmlns:xsl="/1999/XSL/Transform"><xsl:include href="exam.xsl"/><xsl:template match="/"><xsl:apply-templates select="root"/></xsl:template><xsl:template match="root"><AAA><BBB><xsl:value-of select="data"/></BBB></AAA></xsl:template></xsl:stylesheet>[exam.xsl]<xsl:stylesheet version=" 1.0"xmlns:xsl="/1999/XSL/Transform"> <xsl:template match="//root"><ZZZ><YYY><xsl:value-of select="data"/></YYY></ZZZ></xsl:template></xsl:stylesheet>B.<xsl:stylesheet version="1.0"xmlns:xsl="/1999/XSL/Transform"><xsl:import href="exam.xsl"/><xsl:template match="/"><xsl:apply-templates select="root"/></xsl:template><xsl:template match="root"><AAA><BBB><xsl:value-of select="data"/></BBB></AAA></xsl:template></xsl:stylesheet><xsl:stylesheet version=" 1.0"xmlns:xsl="/1999/XSL/Transform"> <xsl:template match="//root"><ZZZ><YYY><xsl:value-of select="data"/></YYY></ZZZ></xsl:template></xsl:stylesheet>C.<xsl:stylesheet version="1.0"xmlns:xsl="/1999/XSL/Transform"><xsl:include href="exam.xsl"/><xsl:template match="/"><xsl:apply-templates select="root"/></xsl:template><xsl:template match="root"><AAA><BBB><xsl:value-of select="data"/></BBB></AAA></xsl:template></xsl:stylesheet>[exam.xsl]<xsl:stylesheet version=" 1.0"xmlns:xsl="/1999/XSL/Transform"> <xsl:template match="root"><ZZZ><YYY><xsl:value-of select="data"/></YYY></ZZZ></xsl:template></xsl:stylesheet>D.<xsl:stylesheet version="1.0"xmlns:xsl="/1999/XSL/Transform"><xsl:import href="exam.xsl"/><xsl:template match="/"><xsl:apply-templates select="root"/></xsl:template><xsl:template match="root"><AAA><BBB><xsl:value-of select="data"/></BBB></AAA></xsl:template></xsl:stylesheet>[exam.xsl]<xsl:stylesheet version=" 1.0"xmlns:xsl="/1999/XSL/Transform"> <xsl:template match="root"><ZZZ><YYY><xsl:value-of select="data"/></YYY></ZZZ></xsl:template>Answer:A7.Push the Exhibit Button to load the referenced"XML Document".[XML Document]<root><data>lmnop</data></root>Assume that the"XML document"is changed to the"Results XML Document."Select which XSLT style sheet correctly performs the transformation.Note that the XSLT processor can output transformation results as a document.[Results XML Document]<lmnop/>Or<lmnop></lmnop>A.<xsl:stylesheet version="1.0"xmlns:xsl="/1999/XSL/Transform"><xsl:template match="/"><xsl:apply-templates select="root/data"/></xsl:template><xsl:template match="data"><xsl:element name="<xsl:value-of select='.'/>"/></xsl:template></xsl:stylesheet>B.<xsl:stylesheet version="1.0"xmlns:xsl="/1999/XSL/Transform"><xsl:template match="/"><xsl:apply-templates select="root/data"/></xsl:template><xsl:template match="data"><xsl:element name="{.}"/></xsl:template></xsl:stylesheet>C.<xsl:stylesheet version="1.0"xmlns:xsl="/1999/XSL/Transform"><xsl:template match="/"><xsl:apply-templates select="root/data"/></xsl:template><xsl:template match="data"><xsl:element name="."/></xsl:template>D.<xsl:stylesheet version="1.0"xmlns:xsl="/1999/XSL/Transform"><xsl:template match="/"><xsl:apply-templates select="root/data"/></xsl:template><xsl:template match="data"><xsl:text disable-output-escaping="no"><</xsl:text><xsl:value-of select="."/><xsl:text disable-output-escaping="no">/></xsl:text></xsl:template></xsl:stylesheet>Answer:B8.Push the Exhibit Button to load the referenced"XML Document".Assume that the character"3"is obtained from the"XML document".Select which XSLT style sheet correctly performs the transformation.(Multiple answers possible.Select two.)A.<xsl:stylesheet version="1.0"xmlns:xsl="/1999/XSL/Transform"><xsl:template match="/"><xsl:apply-templates select="//data[x='1'][y='2']"/></xsl:template></xsl:stylesheet>B.<xsl:stylesheet version="1.0"xmlns:xsl="/1999/XSL/Transform"><xsl:template match="/"><xsl:apply-templates select="//data[(attribute::x='1')and(text()='3')]"/></xsl:template></xsl:stylesheet>C.<xsl:stylesheet version="1.0"xmlns:xsl="/1999/XSL/Transform"><xsl:template match="/"><xsl:apply-templates select="//data[self='3']"/></xsl:template></xsl:stylesheet>D.<xsl:stylesheet version="1.0"xmlns:xsl="/1999/XSL/Transform"><xsl:template match="/"><xsl:apply-templates select="//data[self::*='3']"/></xsl:template></xsl:stylesheet>Answer:BD9.What must you write in XSLT style sheet(1)to process the following"XML Document"and obtain the following"transform results"?Select the correct answer below.Note that"#"indicates a line feed,and"=*" indicates a tab.Assume that the XSLT processor can output transformation results as a document.A.Nothing needs to be written.B.<xml:space="preserve"/>C.<xsl:preserve-space elements="content"/>D.<xsl:strip-space elements="doc body"/>Answer:D10.Push the Exhibit Button to load the referenced"XML Document".Select which of the following correctly describes the output results of an XSLT transformation of the"XML Document"using the"XSLT Style Sheet".Note that the XSLT processor can output transformation results as a document.Line feeds and indents are not reflected.A.<record><data>100</data></record>B.<record xmlns="urn:xmlmaster:test"><data>100</data></record>C.<record xmlns="urn:xmlmaster:test"><data xmlns="">100</data></record>D.<record><data>100</data><data>70</data></record>E.<record xmlns="urn:xmlmaster:test"><data>100</data><data>70</data></record>F.<record xmlns="urn:xmlmaster:test"><data xmlns="">100</data><data xmlns="">70</data></record>Answer:F11.Push the Exhibit Button to load the referenced"testml.xsd".Assume that"testml.xsd"is defined.Without rewriting this XML Schema Document("testml.xsd"),create a new,separate XML Schema Document to partially change the schema definition to write a cellPhone element as a child element of the person element.As a result,the following"XML Document"will be valid against the new schema.Which of the following correctly describes the new XML Schema Document? Assume the XML parser correctly processes the XML schema schemaLocation attribute.A.<xs:schema xmlns:xs="/2001/XMLSchema"><xs:import schemaLocation="testml.xsd"/><xs:complexType name="personType"><xs:sequence><xs:element ref="name"/><xs:element ref="phone"/><xs:element ref="cellPhone"/></xs:sequence></xs:complexType><xs:element name="cellPhone"type="xs:string"/></xs:schema>B.<xs:schema xmlns:xs="/2001/XMLSchema"><xs:include schemaLocation="testml.xsd"/><xs:complexType name="newPersonType"substitutionGroup="personType"> <xs:sequence><xs:element ref="name"/><xs:element ref="phone"/><xs:element ref="cellPhone"/></xs:sequence></xs:complexType><xs:element name="cellPhone"type="xs:string"/></xs:schema>C.<xs:schema xmlns:xs="/2001/XMLSchema"><xs:redefine schemaLocation="testml.xsd"><xs:complexType name="personType"><xs:complexContent><xs:extension base="personType"><xs:sequence><xs:element ref="cellPhone"/></xs:sequence></xs:extension></xs:complexContent></xs:complexType></xs:redefine><xs:element name="cellPhone"type="xs:string"/></xs:schema>D.It is not possible to implement a function of the type proposed.Answer:C12.Push the Exhibit Button to load the referenced"XML Document".Create an XML Schema Document for"XML Document".The definitions of this XML Schema Document require that the value of the level attribute of the record element must be singularly unique within the XML document,and further,that the level attribute of the scenario element must reference the value of the level attribute of the record element.Select which of the following correctly describes what should be written in"XML Schema" document(1).A.<xs:element name="TestML"type="testmlType"><xs:unique name="LEVEL"><xs:selector xpath="record"/><xs:field xpath="record/@level"/></xs:unique><xs:ref name="levelRef"refer="LEVEL"><xs:selector xpath="scenario"/><xs:field xpath="scenario/@level"/></xs:ref></xs:element>B.<xs:element name="TestML"type="testmlType"><xs:unique name="LEVEL"><xs:selector xpath="record"/><xs:field xpath="@level"/></xs:unique><xs:ref name="levelRef"refer="LEVEL"><xs:selector xpath="scenario"/><xs:field xpath="@level"/></xs:ref></xs:element>C.<xs:element name="TestML"type="testmlType"><xs:key name="LEVEL"><xs:selector xpath="record"/><xs:field xpath="record/@level"/></xs:key><xs:keyref name="levelRef"refer="LEVEL"><xs:selector xpath="scenario"/><xs:field xpath="scenario/@level"/></xs:element>D.<xs:element name="TestML"type="testmlType"><xs:key name="LEVEL"><xs:selector xpath="record"/><xs:field xpath="@level"/></xs:key><xs:keyref name="levelRef"refer="LEVEL"><xs:selector xpath="scenario"/><xs:field xpath="@level"/></xs:keyref></xs:element>Answer:D13.Push the Exhibit Button to load the referenced"XML Document".Choose the XML Schema Document that correctly defines the structure of"XML Document".A.<xs:schemaxmlns:xs="/2001/XMLSchema"targetNamespace="urn:xmlmaster:testml"xmlns:tns="urn:xmlmaster:testml"><xs:element name="TestML"type="tns:testmlType"/><xs:complexType name="testmlType"><xs:sequence><xs:element ref="tns:record"maxOccurs="unbounded"/></xs:sequence></xs:complexType><xs:element name="record"type="tns:recordType"/><xs:complexType name="recordType"><xs:attribute name="level"type="xs:int"/><xs:attribute name="data"type="xs:int"/></xs:complexType>B.<xs:schemaxmlns:xs="/2001/XMLSchema"targetNamespace="urn:xmlmaster:testml"xmlns:tns="urn:xmlmaster:testml"><xs:element name="TestML"type="tns:testmlType"/> <xs:complexType name="tns:testmlType"><xs:sequence><xs:element ref="tns:record"maxOccurs="unbounded"/> </xs:sequence></xs:complexType><xs:element name="record"type="tns:recordType"/> <xs:complexType name="tns:recordType"><xs:attribute ref="tns:level"/><xs:attribute ref="tns:data"/></xs:complexType><xs:attribute name="tns:level"type="xs:int"/><xs:attribute name="tns:data"type="xs:int"/></xs:schema>C.<xs:schemaxmlns:xs="/2001/XMLSchema"targetNamespace="urn:xmlmaster:testml"xmlns:tns="urn:xmlmaster:testml"><xs:element name="TestML"type="tns:testmlType"/> <xs:complexType name="testmlType"><xs:sequence><xs:element ref="tns:record"maxOccurs="unbounded"/> </xs:sequence></xs:complexType><xs:element name="record"type="tns:recordType"/> <xs:complexType name="recordType"><xs:attribute ref="tns:level"/><xs:attribute ref="tns:data"/></xs:complexType><xs:attribute name="level"type="xs:int"/><xs:attribute name="data"type="xs:int"/></xs:schema>D.<xs:schemaxmlns:xs="/2001/XMLSchema"targetNamespace="urn:xmlmaster:testml"xmlns:tns="urn:xmlmaster:testml"><xs:element name="TestML"><xs:complexType><xs:sequence><xs:element name="record"maxOccurs="unbounded"><xs:complexType><xs:attribute name="tns:level"type="xs:int"/><xs:attribute name="tns:data"type="xs:int"/></xs:complexType></xs:element></xs:sequence></xs:complexType></xs:element></xs:schema>Answer:C14.Select which of the following correctly describes the results of performing a validation check on"XML Document".Assume that the XML parser correctly processes the XML schema noNamespaceSchemaLocation attribute and the schemaLocation attribute.A.ValidB.The coding for the XML Schema Document is not appropriate;therefore,an error is thrown(initial error) when processing the"testml.xsd"import elementC.The coding for the XML Schema Document is not appropriate;therefore,an error is thrown(initial error) when processing the"testml.xsd""<xs:element ref="rec:record"maxOccurs="unbounded"/>"D.No processing error,but is not valid.Answer:A15.Select which of the following DOM(Level2)nodes does not hold a value(returns"null").(Multiple answers possible.Select two.)A.AttrmentC.ElementD.DocumentAnswer:CDC o n t a c t T e s t4p a s sWe are proud of our high-quality customer 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